Relationship Between Intuition and Emotional Intelligence in Occupational Therapists in Mental Health Practice

Chaffey, Lisa; Unsworth, Carolyn A.; Fossey, Ellie

doi:10.5014/ajot.2012.001693

Cited by 32 publications

(25 citation statements)

References 31 publications

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“…The available research into emotional intelligence and occupational therapy at this time (Chaffey, Unsworth, & Fossey, 2012;Etzrodt, 2008;Gordon-Handler, 2010;Van heerden et al, 2006) has described emotional intelligence or used mixedmethods emotional intelligence measures. Although emotional intelligence skills may be relevant to occupational therapists and occupational therapy practice, no published literature has examined ability-based emotional intelligence level in occupational therapy students, therapists, or managers and there are no studies available at this time linking occupational therapy students' emotional intelligence level and self-efficacy to their fieldwork performance.…”

Section: Emotional Intelligencementioning

confidence: 96%

Emotional Intelligence, Self-Efficacy, and Occupational Therapy Students’ Fieldwork Performance

Andonian

2013

Occupational Therapy In Health Care

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This study explored the relationship of emotional intelligence level and self-efficacy to fieldwork performance for occupational therapy students. Occupational therapy students (n = 199) from 36 occupational therapy programs in the United States completed the two surveys, the Mayer-Salovey-Caruso Emotional Intelligence Test and the Student Confidence Questionnaire, during their professional Level 2 fieldwork placements. The surveys were compared to the Fieldwork Performance Evaluation for the Occupational Therapy Student completed by the fieldwork educators. Results showed that degree of emotional intelligence, having a choice in the fieldwork setting, and having professional experience in a related setting were positively correlated to Fieldwork Performance scores. Students' self-efficacy was not related to Fieldwork Performance scores. This suggests fostering students' emotional intelligence and capacity for accurate skill appraisal supports fieldwork success.

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Section: Emotional Intelligencementioning

confidence: 96%

Emotional Intelligence, Self-Efficacy, and Occupational Therapy Students’ Fieldwork Performance

Andonian

2013

Occupational Therapy In Health Care

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“…The emotions assessed in this branch enable people to see things from different perspectives, which is important for nurses in order to provide effective patient care to the diverse group of patients cared for in the health care system today. [1314]…”

Section: Discussionmentioning

confidence: 99%

Comparing traditional measures of academic success with emotional intelligence scores in nursing students

Cheshire

Strickland

Carter

2015

Asia-Pacific Journal of Oncology Nursing

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Objective:Emotional intelligence (EI) is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge and to reflectively regulate emotions so as to promote emotional and intellectual growth. EI is increasingly discussed in healthcare as having a potential role in nursing. The purpose of this descriptive study was to examine the causal relationship between EI scores and the traditional academic admission criteria (GPA) and evaluation methods of a baccalaureate nursing program.Methods:The sample included second semester upper division nursing students (n = 85). EI was measured using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT).Results:The results of the statistical analysis (MANOVA, ANOVA and Pearson correlational coefficient) found no significant relationships or correlations with the current methods of evaluation for admission to nursing school or the evaluation methods used once students are in the nursing program.Conclusions:These results imply that assessing a nursing student's EI is measuring a different type of intelligence than that represented by academic achievement. Based on the findings of this study and the current state of nursing education, EI abilities should be included as part of the admission criteria for nursing programs.

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“…8 Furthermore, intuition is considered as the art of nursing, aesthetic knowing, and tacit knowledge. 9, 10 Green asserted that understanding of the nature and development of intuition in nursing can help nurse educators foster it in young nurses, and give clinicians more confidence in this aspect of their knowledge, allowing them to respond to their intuitions with greater assurance. 11 Benner theorized five steps necessary to reach clinical competency in nursing; these stages commenced with novice and continued to expert, where expert nurses are not consciously aware of their practice because it has become part of their being.…”

Section: Introductionmentioning

confidence: 99%

“…They declared that the intuitive nurse has reached to an awareness which can infer the patients conditions, even in some cases these inferences are contradicted to the scientific literature and scientific matters, the P. 9 …”

Section: Clinical Experiencementioning

confidence: 99%

The intuitive nurse in critical care practice: a phenomenological study

et al. 2016

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Intuition in clinical practice is the ability to experience the elements of a clinical situation as a whole, and to solve a problem or reach a decision with limited concrete information. Benner theorized that the expert nurse acts on intuition, but that he/she also deals with some ambiguities. However, there is a lack of studies about intuitive nursing in the critical care arena, where more critically ill patients are admitted. So, this study was conducted to explore the features of the intuitive nurse in critical care practice. In a descriptive-phenomenological study, twelve nurses employed in critical care units of the hospitals affiliated to Kermanshah University of Medical Sciences were recruited to the study, as purposive, a semi-structured interview was administered to them, then written down verbatim. The data was managed by MAXQDA 10 software (VERBI GmbH, Berlin, Germany) and analyzed as qualitative through the seven-stage approach of Colaizzi. Of the 12 nurses who participated in the study, seven (58.3%) were female and married, 88.3% (10 people) had a Bachelor of Nursing and the mean and standard deviations of the participants' age, job experience and critical care experience were 36.66±7.01, 13.75±6.82 and 7.66±3.36 years, respectively. From the qualitative analysis of the data, we extracted three main themes, including proficiency, connection and benevolence, and ten sub-themes. The intuitive nurses were substantially proficient in terms of knowledge, skill and experience, and relationships to patients. They desired to help the patients based on their consciences.

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Relationship Between Intuition and Emotional Intelligence in Occupational Therapists in Mental Health Practice

Abstract: This study represents the first attempt to explore occupational therapists' preferred cognitive style and self-reported emotional intelligence. Findings suggest that exploring emotions through reflective practice could enhance intuitive aspects of clinical reasoning.

Cited by 32 publications

References 31 publications

Emotional Intelligence, Self-Efficacy, and Occupational Therapy Students’ Fieldwork Performance

Emotional Intelligence, Self-Efficacy, and Occupational Therapy Students’ Fieldwork Performance

Comparing traditional measures of academic success with emotional intelligence scores in nursing students

The intuitive nurse in critical care practice: a phenomenological study

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